Pixel International Conferences

Virtual reality (VR) has been referred to as an “empathy machine” because it may enhance levels of emotional and cognitive empathy. However, there is a lack of studies examining whether a didactic approach to the co-creation of 360-cinematic VR experiences leads to enhanced empathy. In this study, students in a lower secondary school in Norway role-played ethically complex situations occurring in authentic classroom settings, involving chauvinistic bullying, group-based ostracism, or the use of derogatory or sexist language. The simulations were recorded using 360-degree cameras and then shown to their peers, who viewed the simulated scenarios through head-mounted displays (HMDs) or computer screens. Following the 360-cinematic experiences, group discussions were conducted, and data from these, along with subsequent group interviews, have been analysed thematically to detect patterns of empathy derived from M. H. Davis’ multidimensional theory of empathy. The results suggest viable connections between first-person perspectives in 360-cinematic simulations and empathy enhancements, specifically in terms of Perspective-Taking (PT), Emotional Concern (EC), Fantasy (FS), and Personal Distress (PD). The study also demonstrates that didactic approaches involving the co-creation of ethically complex scenarios in VR may foster moments of resonance, aligning with Hartmut Rosa's conceptions of being affected, responding, being transformed, and experiencing the unpredictable.